124Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting 4.2Communicate basic information intelligibly for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLReading 3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesMAIN SKILLWriting 4.2.4Name or describe objects using suitable words from word setsCOMPLEMENTARY SKILLReading3.2.4Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themesPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.If you and pupils do not have access to the Workbook. 1. Put Classroom objects flashcards on the board The flashcards should show pictures for this vocabularybag, notebook, ruler, desk, book, pencil case, pencil, rubber, pen 2. Write the words for the flashcards at the top of the board, so that pupils have to think about which word goes with which flashcard.3. Follow the picture dictionary section in the Teacher’s Book to help pupils achieve the Reading learning standard for this lesson.Post lesson See Teacher’s Book Superminds 1 p.21 Creativity and Innovation Strategies 2, 4 and 5 may be suitable. Use other strategies if appropriate.
125Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 48 (Speaking 10)MAIN SKILL(S) FOCUS: SpeakingTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Let’s go, That’s rightTopic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car
126Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking 2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLListening 1.2Understand meaning in a variety of familiar contextsMAIN SKILLSpeaking 2.1.5Name or describe objects using suitable words from word sets COMPLEMENTARY SKILLListening 1.2.1Understand with support the main idea of very simple phrases and sentences Pre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book Superminds 1 p.22 Language Strategies 2 and 7 may be suitable. Use other strategies if appropriate.
127Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 49 (Reading 10)MAIN SKILL(S) FOCUS: ReadingTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:His, her, he, she, he’s, she’s, favourite
128Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading 3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesCOMPLEMENTARY SKILLSpeaking 2.1Communicate simple information intelligiblyMAIN SKILLReading3.2.2Understand specific information and details of very simple phrases and sentences COMPLEMENTARY SKILLSpeaking2.1.2Find out about very basic personal information using fixed phrasesPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.If pupils do not have stickers for the listen and stick task (task 1):1. Tell them to write the names of the 4 children on 4 small pieces of paper before they listen.2. Ask them to listen to the recording and place the correct piece of paper on each name.Post lesson See Teacher’s Book.Superminds 1 p.23 Language Strategies 2 and 6 may be suitable.Use other strategies if appropriate.
129Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 50 (Language Arts 10)MAIN SKILL(S) FOCUS: Language Arts THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Your choice, depending on the story.
130Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.2Express personal responses to literary texts COMPLEMENTARY SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLLanguage Arts5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLListening1.2.3Understand with a high degree of support very short simple narrativesPlan a Language Arts lesson based on a short story related to the content of Unit 1 of the textbook or the content of pupils’ learning in other subject areas.You might need to pre-teach some vocabulary, but pupils do not need to understand every word of the story.Plan the lesson so pupils can enjoy listening to and interacting with the story on the computer (where possible).Where computers are not available, pupils could respond by acting out the story or parts of it.Your own choice of short story. Try to find an interactive story for the computer if you have the facilities. For example: http://www.topmarks.co.uk/Interactive.aspx?cat=45https://www.education.com/stories/http://primaryhomeworkhelp.co.uk/interactive/onlinestory.htmICT Your choice depending on the focus of your lesson and your class. Remember to vary questions during story telling.
131Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 51 (Listening 11)MAIN SKILL(S) FOCUS: Listening THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lesson 46Imperatives: look down, catch, put, turn around, stretch, stand up robot
132Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLListening1.2.4Understand short basic supported classroom instructionsCOMPLEMENTARY SKILLSpeaking2.1.5Name or describe objects using suitable words from word sets Pre-lesson1. Pre-lesson task 4: Identify the flashcards2. Teach pupils the meaning and pronunciation of robot.Lesson delivery3. Ask 3 pupils to come to the front of the class. Tell them that they are robots, and must move like robots (e.g. with stiff arms and legs and uneven movements).4. Give robots instructions (e.g. Stretch, Put a book on your head).5. Bring 3 new pupils to the front of the class and give a sequence of instructions (e.g. Look down and take out your pencil case, Turn around and stretch).6. Divide pupils into groups of 4 and ask them to continue the activity, at first with single instructions.7. Later, tell pupils to give a sequence of instructions to the robots in their group.8. Make sure that everyone in the group gets the chance to give instructions.9. Ask some pupils to demonstrate their robot instructions to the whole class10. If there is time, ask pupils to write one or two instructions for a partner to read and act out. Post lesson 11. Post lesson Task 9: Read your friend’s mindFlashcards with target language imperatives (e.g. Put your notebook on your head, Turn around) and robot for the pre-lesson task Language Strategies 1 and 3 may be suitable. Use other strategies if appropriate.
133Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 52 (Speaking 11)MAIN SKILL(S) FOCUS: Speaking THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lesson 49Toy vocabulary What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is …This is …
134Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLSpeaking2.3Communicate appropriately to a small or large groupMAIN SKILLSpeaking2.1.3Express basic likes and dislikesCOMPLEMENTARY SKILLSpeaking2.3.1Introduce self to an audience using fixed phrasesPre-lesson1. Pre-lesson Task 7: Beat the teacher. Use the question: What’s your favourite toy?Lesson delivery2. Draw this grid on the board Name Age Favourite Toy3. Pupils copy the grid.4. Ask a pupil: What’s your name,? How old are you? What’s your favourite toy? 5. Complete the grid with the pupil’s answers.6. Explain that pupils will find out information about their classmates and complete the grid. 7. Check target language questions with pupils.8. Pupils mingle or work in groups of 6 to ask and answer and complete the grid. 9. Pupils report to the whole class: This is (Haziq/ Najwa). He’s/She’s (seven) years old. His /Her favourite toy is a (doll).10. They then give this information for themselves (My name is … etc.).Post lesson 11. Post lesson task 4: Correct the errorBoard Language Strategies 3 and 7 may be suitable. Use other strategies if appropriate.
135Primary Year 1 Scheme of Work
136Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 53 (Reading 11)MAIN SKILL(S) FOCUS: Reading THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled toy vocabulary from lesson 48
137Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading 3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY SKILLReading 3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersMAIN SKILLReading3.1.3Blend phonemes (CVC, CCVC)COMPLEMENTARY SKILLReading 3.1.4Segment phonemes (CVC, CCVC)Pre-lessonTask 4Lesson delivery1. Review letters of the alphabet using plastic letters by playing a game where you point to a letter, pupils tell you what letter it is. Then ask them to tell you a word beginning with that letter (prepare this in advance so you use letters for words the pupils know well and can guess easily). Do this three times. Put the letters on the board if you can.2. Play ‘I spy’ – Teacher thinks of a word for something in the classroom they can see and says ‘I spy with my little eye, something beginning with A’ (for example). Pupils guess the word the teacher is thinking of. The pupil who guesses correctly becomes teacher. Pupils may need support with this so they match phonemes and letter names. 3. Using the magnetic letters on the board, present an anagram (a word with letters mixed up). The word should review toy vocabulary (e.g. o – y – t). Pupils guess the word and spelling.4. Give pupils more anagrams to solve in pairs. You could use the board or give them a worksheet.5. Ask pupils to create their own anagrams. They may need extra support in this as the letters need to be right.6. Pairs swap anagrams and solve eachother’s’ anagrams.Post lessonTask 11 (toys that they have at home) Plastic letters (magnetic if possible)You might want to make a worksheet for this lesson, or pupils could use their exercise books.Language Strategy 2 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line e of the Phonics Table (see Syllabus).
138Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 54 (Writing 11)MAIN SKILL(S) FOCUS: Writing THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lesson 49
139Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.2Communicate basic information intelligibly for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLSpeaking2.2Use appropriate communication strategiesMAIN SKILLWriting4.2.3Express basic likes and dislikes COMPLEMENTARY SKILLSpeaking2.2.2Ask for attention or help from a teacher or classmate using one word or a fixed phrase Pre-lessonTask 1 (review any problematic spellings from Lesson 53)Lesson delivery1. Show the picture of the child. Elicit some information about the child by asking questions:What’s his/her name?How old is he/she?What’s his/her favourite …?Pupils can use their own ideas in their answers. Write their suggested answers to these questions on the board.2. Ask some pupils about the person sitting next to them using the questions from stage 1. If the pupil doesn’t know the answer, they should ask the pupil for help.3. Pupils work in groups of 4 (i.e. 2 pairs). In their group, they should ask the other pair about their partner (in the pair) using the questions above. They should note the answer in their exercise book, so that they have information about their partner. Remind pupils that they don’t need to focus on spelling right now. 4. Pupils check their notes with their partner. At this point, focus on spelling as well, to correct or edit their notes.5. Pupils write about their partner on the computer. It could be a blog post for a class website, or simply on a document using Word, for example. Depending on facilities and context, it might be possible for them to take and add a photograph.You can do this activity on paper if the digital option is not suitable for your context.Encourage pupils to ask for your help in English.Post lessonTask 9A picture of a child ICT Strategies 2, 3 or 4 may be suitable.Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line e of the Phonics Table (see Syllabus).
140Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 55 (Language Arts 11)MAIN SKILL(S) FOCUS: Language Arts THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:This is…His/her name’s …He’s … (years old).His/her favourite toy is a (colour) monster.
141Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts 5.2Express personal responses to literary textsCOMPLEMENTARY SKILLListening1.2Understand meaning in a variety of contextsMAIN SKILLLanguage Arts 5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLListening1.2.2Understand with support specific information and details of very simple phrases and sentencesPre-lessonA game to review toy vocabulary (e.g. Task 1).Lesson delivery1. Put up/draw the toy flashcards/pictures on the board. Ask the pupils what they are and review the colours, e.g. It’s a red monster.2. Show the pupils the flashcards of the two characters in the text. You could ask the pupils to invent their names if you are telling the story orally. Write the names on the board.3. Ask the pupils how old they think the characters are. Write various suggestions (including the correct answer) on the board under the characters’ names.4. Ask the pupils to listen (or read) about the boy and girl and to tell you how old they are and what their favourite toys are. 5. Pupils listen to/read the text.6. Ask the pupils to tell their partner/neighbour what they think the answers are. Then ask some pupils to come to the board and circle the correct answer.7. Ask pupils what other information they remember about the characters. Ask them to write a sentence in pairs.Post lessonAsk pupils to tell their partner which toy is their favourite from the pictures on the board. Ask some students to tell the class about their favourite toy at home.A short text about a brother and a sister (or friends) with a picture to go with it. It can be hand-drawn, a photo or something from a magazine)For example:This is Nor. She’s six. This is her brother. His name’s Ahmad and he’s seven.Ahmad likes toys. His favourite toy’s his green monster. His favourite colour’s green, too.Nor likes toys, too. Her favourite toy’s her monster. Her monster isn’t green. It’s red. Her favourite colour’s red.Pictures or flashcards to show the characters and various toys, including monsters of different colours (you could draw and colour these yourself if necessary).Language Your choice depending on your class. Possibly strategies 1, 2, 3 and 5.For a class that is more literate, you could give them the written text. Either they can read it for themselves, or they can follow along as you read it aloud by touching their fingers on the words as you say them.At stage 6, you could prepare a worksheet for pupils to do in pairs before checking the answers as a class.At stage 7, you could provide a sentence with gaps in it to fill in to support pupils in their writing, and/or you could ask them a more direct question (e.g. Is Nor a boy or a girl?).
142Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 56 (Speaking 12) MAIN SKILL(S) FOCUS: SpeakingTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled toy vocabulary + favouriteThat’s smart, That’s great
143Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking 2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLWriting 4.2Communicate basic information intelligibly for a range of purposes in print and digital mediaMAIN SKILLSpeaking 2.1.1Give very basic personal information using fixed phrasesCOMPLEMENTARY SKILLWriting 4.2.1Give very basic personal information using fixed phrasesPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book.Superminds 1 p.24 Language Strategies 6 and 7 may be suitable.Use other strategies if appropriate.
144Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 57 (Listening 12)MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:a/anadjectives: long, short, big, small, ugly, beautiful, old, new
145Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening 1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLListening 1.2Understand meaning in a variety of familiar contextsMAIN SKILLListening1.2.2Understand with support specific information and details of very simple phrases and sentences COMPLEMENTARY SKILLListening 1.2.5Understand short supported questionsPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book.Superminds 1 p.25 Language Strategies 2 and 5 may be suitable. Use other strategies if appropriate.
146Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 58 (Writing 12)MAIN SKILL(S) FOCUS: WritingTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Revision of toy vocabulary
147Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLReading3.3Read independently for information and enjoymentMAIN SKILLWriting4.3.2Spell familiar high frequency words accurately COMPLEMENTARY SKILLReading3.3.1Read and enjoy simple print and digital games at word level Pre-lessonTask 9Lesson delivery1. Review the toys flashcards by playing ‘Slap’. Pupils sit in a circle. Put all the flashcards face up in the middle of the circle. When you say the word, pupils have to race to grab or slap the correct flashcard. You could organise this so you nominate two or three pupils to play each time, making sure that all pupils get a turn.2. Write the numbers of the crossword on the board, and put the corresponding pictures next to the numbers. Don’t write the words.For example, using the crossword given below: Across3. Plane5. Monster7. Ball8. Car 10. KiteDown1. Computer game2. Train4. Go-kart6. Doll9. Bike3. Do one word across (and perhaps one down, too) as an example with the whole class.4. Ask pupils to complete the crossword in pairs.5. Check the answers all together.Post lessonTask 8Crossword on the board or as a handoutFlashcards of toysLanguage Strategies 2 and 4 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line f of the Phonics Table (see Syllabus).
148Primary Year 1 Scheme of Work
149Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 59 (Reading 12) MAIN SKILL(S) FOCUS: ReadingTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled colours, numbers, toys
150Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading 3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesCOMPLEMENTARY SKILLListening 1.2Understand meaning in a variety of familiar contextsMAIN SKILLReading 3.2.1Understand the main idea of very simple phrases and sentencesCOMPLEMENTARY SKILLListening1.2.3Understand with a high degree of support very short simple narratives Pre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book. Superminds 1 p.26 Patriotism and citizenship (fair play) Strategies 2 and 7 may be suitable. Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line f of the Phonics Table (see Syllabus).
151Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 60 (Language Arts 12)MAIN SKILL(S) FOCUS: Language Arts THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:My favourite colour’s…My favourite toy’s a(n)… My favourite number’s…
152Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.2Express personal responses to literary texts COMPLEMENTARY SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLLanguage Arts 5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLWriting4.3.3Plan and write words and phrases Pre-lessonReview p.24: Play the song and encourage the pupils to sing along to it as much as possible. Lesson delivery1. Ask pupils questions about the pictures on p.24.2. Ask pupils to tell their partner about their favourite number, toy and colour.3. Ask pupils to tell the class about their partner (e.g. This is Mastura. Her favourite toy’s a ball. Her favourite colour’s green .and her favourite number ‘s 9).4. Give out poster paper and ask pupils to write about themselves at the bottom of the paper. Let pupils use their textbook to check spellings and to ask each other for help.5. When pupils have finished writing, they can draw a picture above. This could be of themselves, their favourite toy etc.6. Display the pupils’ work in the classroom.7. As a class, sing new verses of the song based on the pupils’ favourite things.Post lessonAsk pupils to read each other’s work and to find favourites they share with their classmates, e.g. This is Mohammed. His favourite number is 7. My favourite number is seven, too.Plain paper (small poster paper) and pencils for each student. You could prepare the paper with a box for a picture and gapped text/lines for writing on underneath.Patriotism and citizenshipYour choice depending on your pupils.Possibly strategy 2.You could give different levels of support for the writing depending on your pupils’ literacy level – for example gaps to insert grammar words and/or content words and/or build a model on the board as a class, or no support at all for highly literate classes E.g. I’m ______ . My favourite colour is _____ . My _______ toy is ________ . ___ favourite number ___ ____ .
153Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 61 (Listening 13)MAIN SKILL(S) FOCUS: Listening THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 56 - 60: adjectives and toys
154Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATIONSTRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening1.3Use appropriate listening strategies in a variety of contextsCOMPLEMENTARY SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLListening1.3.1Predict words they will hear by using knowledge of a topicCOMPLEMENTARYSKILLListening1.2.2Understand with support specific information and details of very simple phrases and sentences Pre-lesson1. Pre-lesson task 10: Say what’s missingLesson delivery2. Put about 8 flashcards of drawings similar to those on p.25 of Superminds 1.3. Number the flashcards from 1-8.4. Tell pupils that you’ll describe the flashcards. Ask them to predict the words they’ll hear (e.g. beautiful green ball).5. Tell pupils to choose 3 pictures and write down the 3 numbers. Each pupil makes their own choice.6. Describe the pictures (e.g. a new blue bike).7. Pupils tick () their number when they hear it.8. When a pupil has heard all 3 of their numbers, they say Finished.9. Check that you have said all 3 of the pupil’s numbers.10. Repeat steps 5-8.11. After 2 or 3 repeats, pupils do this activity in groups of about 8, with different pupils taking turns to describe the pictures.Post lesson 12. Post-lesson task 1: Spot the differencesFlashcards similar to the pictures in Superminds p.25Language Strategies 2 and 7 may be suitable.Use other strategies if appropriate.
155Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 62 (Speaking 13)MAIN SKILL(S) FOCUS: Speaking THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 56 - 60: toy vocabulary
156Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLSpeaking2.2Use appropriate communication strategiesMAIN SKILLSpeaking2.1.5Name or describe objects using suitable words from word sets COMPLEMENTARY SKILLSpeaking2.2.2Ask for attention or help from a teacher or classmate using one word or a fixed phrase Pre-lessonPre-lesson task 4: identify the flashcardsLesson delivery1. Use flashcards to practise the language of a toy chant for these words: doll, monster, go-kart, car, ball, kite, bike.2. Tell pupils that they’ll say a toy chant together.3. Move your arms backwards and forwards and say ch-ch-ch to imitate the rhythm of a train. Ask pupils to copy you.4. Say the chant below starting slowly, and increasing your rhythm like a train as the chant continues. Move your arms in time with the rhythm of the chant.5. Ask pupils to join in with the chant, and to speak and move like you.6. Help pupils to see the vocabulary pattern in the chant (i.e each toy is repeated, joined with and, and changes every 2 lines). 7. Put pupils in to pairs or small groups and ask them to create their own chant using topic vocabulary.Post lesson 8. Ask volunteer pairs to perform their chant for others. A chant which recycles toy vocabulary from Superminds p22, for example:Doll and monsterDoll and monsterGo-kart and carGo-kart and carBall and kiteBall and kiteBi-i-i-i-ke! Bi-i-i-i-ke! Flashcards for toy vocabulary Creativity and Innovation Strategies 2, 3 and 4 may be suitable.Use other strategies if appropriate.
157Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 63 (Reading 13) MAIN SKILL(S) FOCUS: Reading THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lesson 52: Favourite and toy vocabulary
158Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesCOMPLEMENTARY SKILLWriting4.2Communicate basic information intelligibly for a range of purposes in print and digital mediaMAIN SKILLReading3.2.3i) Use visuals on the page to help understand a word of phraseCOMPLEMENTARY SKILLWriting4.2.4Name or describe objects using suitable words from word setsPre-lessonTask 9 (using the toy words, not adjectives).Lesson delivery1. Play run and touch (or insist pupils walk). Say, for example ‘Touch something long’ or ‘Touch something blue’. Pupils move around the classroom or use items they have at their desks.2. Nominate some pupils to be the teacher.3. Now put up the toy pictures around the room.4. Give each pupil some sentences (or give groups a complete set). Ask pupils to read the sentences. They can ask for your help of for another pupil’s help in English if necessary.5. Tell pupils to get up and put the sentence next to the correct picture.6. Have all pupils stand up and move together to check whether all the sentences have been put in the right place.7. Ask pupils to look at the toy theydrew in Lesson 57. They should write a short sentence about it to label it (e.g. a red ball). Post lessonTask 12 Pictures of toys (you could use the pictures from p.25) Sentences that describe the toys on strips of paper. At least two or three strips (sentences) for each pupil or a set for each group.Language Strategies 2, 4 and 7 may be suitable. Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line g of the Phonics Table (see Syllabus).
159Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 64 (Writing 13) MAIN SKILL(S) FOCUS: Writing THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lesson 54His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,
160Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLReading3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesMAIN SKILLWriting4.3.1Use capital letters appropriately in personal and place names COMPLEMENTARY SKILLReading3.2.2Understand specific information and details of very simple phrases and sentencesPre-lessonTask 12Lesson delivery1. Write Name? How old? Favourite toy? Favourite colour? and other favourites you’ve practised recently on the board. Elicit full questions from pupils using 3rd person (he / she).2. Nominate pupils to ask and answer the questions about other pupils in the class. Pupils can ask for help if they don’t know the answer (e.g. Ali’s favourite colour).3. Ask the pupils ‘What about you?’ Elicit the questions and some answers.4. Give pupils a piece of paper. On the paper, they write their age and favourites, but not their name. Develop a model on the board first if necessary.5. When they have finished, they fold their paper in half. Collect the papers and redistribute them.6. Pupils read the paper they have been given and try to guess who wrote it. I think it’s Ali.7. They can ask other pupils to check if they were right – How old are you? What’s your favourite X? 8. When they have found the writer of the paper, pupils should tell the class about the person. His name is Ali. He’s seven. His favourite toy’s his train.Post lessonTask 12Paper for writing on and sharing Language Strategy 3 may be suitable.Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line g of the Phonics Table (see Syllabus).
161Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 65 (Language Arts 13)MAIN SKILL(S) FOCUS: Language Arts THEME: World of StoriesTOPIC: Let’s Play LANGUAGE/GRAMMAR FOCUS:Teacher’s choice, depending on story
162Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.2Express personal responses to literary textsCOMPLEMENTARY SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLLanguage Arts 5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLListening1.2.3Understand with a high degree of support very short simple narrativesPlan a Language Arts lesson around reading a story about toys.The pupils should have the chance to prepare for the story so they understand the main elements a little better, and should have the chance to listen to you reading the story and talk about it as you read it.Note: you will re-use this story in the next Language Arts lesson (Lesson 70).A storybook of your choice, possibly related to the topic of Toys.For example: https://www.booksfortopics.com/toysThis lesson is intended to bring real story books into the English classroom. If another book is available but is not related to the topic, then it can be used instead. Remember the pupils don’t need to understand every word of the story, it is for global understanding with the support of pictures and enjoyment.If no books are available, there are many recordings of books being read aloud online. Look on Google or YouTube for a book of your choice if you have these facilities.Language Teacher’s choice depending on the story and your class. Strategies 2, 5 and 6 in particular may be useful.
163Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 66 (Reading 14)MAIN SKILL(S) FOCUS: ReadingTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled vocabulary for toys and adjectives
164Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading 3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY SKILLListening 1.1Recognise and reproduce target language soundsMAIN SKILLReading 3.1.2Recognise and sound out with support beginning, medial and final sounds in a wordCOMPLEMENTARY SKILLListening1.1.1Recognise and reproduce with support a limited range of high frequency target language phonemesPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book.Superminds 1 p.27 Patriotism and citizenship (Fair play) Strategies 6 and 7 may be suitable.Use other strategies if appropriate.
165Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 67 (Listening 14)MAIN SKILL(S) FOCUS: ListeningTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled vocabulary for toys and adjectives
166Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening 1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLReading3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesMAIN SKILLListening 1.2.2Understand with support specific information and details of very simple phrases and sentences COMPLEMENTARY SKILLReading 3.2.2Understand specific information and details of very simple phrases and sentencesPre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book. Superminds 1 p.28 Language Strategies 2 and 7 may be suitable. Use other strategies if appropriate.
167Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 68 (Writing 14)MAIN SKILL(S) FOCUS: WritingTHEME: World of Stories: TOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:What’s your favourite (colour)?Recycled toy vocabulary and adjectives
168Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting 4.2Communicate basic information intelligibly for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLWriting 4.2.3Express basic likes and dislikesCOMPLEMENTARY SKILLSpeaking 2.1.3Express basic likes and dislikesPre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.29 Language Strategies 1 and 2 and 6 and 7 may be suitable. Use other strategies if appropriate.
169Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 69 (Speaking 14)MAIN SKILL(S) FOCUS: SpeakingTHEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Shapes: tangram, triangle, square, circle, parallelogram, rectangle
170Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking 2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLReading 3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesMAIN SKILLSpeaking 2.1.5Name or describe objects using suitable words from word sets COMPLEMENTARY SKILLReading 3.2.2Understand specific information and details of very simple phrases and sentencesPre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.30 Creativity and Innovation Strategies 3 and 6 may be suitable. Use other strategies if appropriate.
171Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 70 (Language Arts 14)MAIN SKILL(S) FOCUS: Language Arts THEME: World of StoriesTOPIC: Let’s Play LANGUAGE/GRAMMAR FOCUS:Your choice, depending on your story
172Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.2Express personal responses to literary texts COMPLEMENTARY SKILLLanguage Arts 5.3Express an imaginative response to literary textsMAIN SKILLLanguage Arts5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLLanguage Arts5.3.1Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriatePre-lessonReview the story from the previous Language Arts lesson by showing pupils the book and asking them to tell you what they remember (e.g. the characters, the storyline). Use the front cover to elicit as much information as possible, including the name of theauthor and where the book comes from.Lesson delivery1. Re-read the story, reviewing pupils’ understanding.2. Plan activities which follow on from the story and extend it. These could include:- vocabulary activities, e.g. matching, sorting: colours- activities related to character descriptions, e.g. a guessing game ‘Who am I?’- activities related to the storyline, e.g. ordering pictures.3. Plan a creative activity depending on your class. This could be related to the story/characters, storyline, topic or vocabulary. The activity could be making something, drawing something, acting something etc.Post lessonAsk pupils to sit in a circle to present what they have made.Talk to the pupils about the story and ask them what they liked about the story, which was their favourite character and so on.Continue the story book you started in the previous Language Arts lesson (Lesson 65).Develop your own materials to use as a follow up to the story, depending on the story and on your pupils.Other resources such as pens, paper, glue, scissors, etc. depending on your planned activities.Creativity and InnovationYour choice, depending on the activities, the story and the pupils.
173Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 71 (Listening 15)MAIN SKILL(S) FOCUS: Listening THEME: World of StoriesTOPIC: Let’s Play!LANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy vocabulary and adjectives